Ball Green Primary School · The Grinch Birches Valley Sewing and weaving to be available outside. Information texts – Yayoi Kusama Instructions –How to make a bauble Patterned

Y2

Class texts English: History Geography Science DT Art Computing RE PSHCE –Jigsaw

PE Passport

Music -Charanga

Autu

mn

1

The Secret Life of the Zoo

A Lion in the Meadow

Mr BigChester Zoo

LettersNarrative – changing

an element of a story

Stories with a familiar setting

Animals including Humans

Drawing: Sketching1. shade and tone2. Pattern and line3. Animal Sketch

iSearch

How should we care for others and the world?

Why does it matter?

Being Me in My World

Movement skills 2

Dance: animals

Zoo Time

Autu

mn

2

The Dot!Bah-Humbug!

The GrinchBirches Valley

Sewing and weaving to be

available outside.

Information texts –Yayoi Kusama

Instructions – How to make a bauble

Patterned poems –Dr Seuss

MaterialsWeek 1: identifying

materialsWeek 2: uses in the

environmentWeek 3: changing shape

Week 4: Suitability of materials

Week 5: Scientist Study –Charles Macintosh

‘waterproof’

Textiles/Materials and CollageArt: Yayoi Kusama

Week 1: Colour charts and paper collage.Week 2: Collage using various materials.

Week 3: Recreate artist work using collage techniques.DT: Design and Create a Fabric Bauble

Week 4: Market ResearchWeek 5: Design

Week 6: Make decoration (Sewing)Week 7: Evaluate

iSafe, iAlgorithm,iProgram

How and why do we

celebrate special times?

Celebrating

Difference

Movement skills 3Target Games

Ho, Ho, Ho

Sprin

g 1

‘In to the Woods’Robin Hood

Forest School ActivitiesArchery?

Traditional Tale (Fiction)

Instructions:How to be an

outlawPoetry: structured

poems

Living things and their habitats

Microhabitats (woodland minibeasts)

Variation and classification (mini beasts)

Printing(Outdoor art – Andy Goldsworthy)

Printing with natural objects(leaves, fruit, vegetables) onto a range of

mixed media (paper, card) Rubbings of natural objects

Clay Printing using natural objects

iDoMail Dreams and Goals

InvasionGame Skills

2Dance: the

circus

Hands, Feet, Heart

Sprin

g 2

Twisted Tales: Jack and the

BeanstalkFairytale puppets

and stories outdoor reading

Fantasy Worlds (Fiction)

Explanation texts –How does a seed

grow?Instruction Writing –

how to grow a beanstalk

Skills and Field Work:Use simple compasses to

describe features and routes on maps;

Use aerial photography;Plan perspectives to

recognize landmarks;Use and construct basic

symbols in a key

Planting and growing –growing a beanstalk

PaintingLandscape Artists: Claude Monet (Secret

Garden)Week 1:

Colour Mixing (warm and cool colours)Week 2: exploring different media (various

paintbrushes)Week 3: blending and washing (landscape

background) Week 4: Painting from observation

(outdoor woodland)Week 5: Collage on top of finished product

iPubWhat makes some places

sacred?

Healthy Me

Invasion Game Skills

2Gymnastics

Friendship songs

Sum

mer

1

The Great Fire of London

Toby and the Great Fire of

LondonFord Green HallJunk Modelling

Non Chronological Report

Diary Entry

Significant national change beyond

living memory – The Great Fire of London

Mechanism/Construction

Create a 3D model of a Tudor building with a focus on joining.

Explore structures and their strength.

Wood/matchsticks

iBlog Relationships

Tri GolfAthletics

I wanna play in a

band

Sum

mer

2

Extreme ExplorersThe boy who

biked the world: Part One The Road to Africa

Snowdome

Adventure storiesStories from other

culturesPoems: modern

rhymes

HUMAN & PHYSICAL:HOT & COLD areas of the WORLD in relation to the

EQUATOR, NORTH & SOUTH POLES

Locality: Continents and Oceans

Cooking and nutrition

Week 1: Research and taste tropical fruit – where does it

come from? Week 2: Design a fruit dessert

Week 3: CreateWeek 4: Evaluate

iPad

What does it mean to belong

to a faith community?

Changing Me

AthleticsNet and

Wall Games 2

Reflect, Rewind and

Replay

Ball Green Primary SchoolYear 2 Annual Overview

2018-2019

Every child. Every chance. Every day.Article 28: Every child has the right to an education.

Article 29: Ball Green Primary School has a responsibility to develop every child’s personality, talents and abilities to the full.

English

Genre Coverage [Can be taught in any order OR with any topic]See English Curriculum Coverage document for greater detail

FIVE EXTENDED PIECES OF WRITING TO BE WRITTEN EACH TERM OR 15 PIECES PER YEARTEXTS TO BE IDENTIFIED TO SUPPORT CROSS-CURRICULAR LEARNING FROM https://www.booksfortopics.com

Year 2

FICTION:Stories with familiar settings

Traditional tales

Stories from other cultures

Stories about fantasy worlds

Adventure stories

Changing an element of a story

NON-FICTION:Instructional writing

Explanations

Information texts

Non-chronological writing

Diaries

Letters

POETRY:Structured poems, e.g. Haiku

Patterned Poetry

Modern rhymes

Maths

Unit Coverage [MUST be taught in this PROGRESSIVE, termly order]See White Rose Curriculum Coverage document for greater detail

Year 2

AUTUMN:White Rose – Scheme of Learning 2.0

NUMBER – Place Value [3 wks]

NUMBER - Addition & Subtraction [4 wks]

MEASUREMENT – Money [2 wks]

NUMBER – Multiplication & Division [2 wks]

CONSOLIDATION & ASSESSMENT [1 wk]

SPRING:White Rose – Scheme of Learning 2.0

NUMBER – Multiplication & Division [2 wks]

STATISTICS [2 wks]

GEOMETRY – Properties of Shape [3 wks]

NUMBER – Fractions [3 wks]

MEASUREMENT – Length & Height [1 wk]


SUMMER:White Rose – Scheme of Learning 2.0

GEOMETRY – Position & Direction [3 wks]

PROBLEM SOLVING – Efficient Methods [2 wks]

MEASUREMENT – Time [2 wks]

MEASUREMENT – Mass, Capacity & Temperature

[3 wks]

INVESTIGATIONS [1 wk]


Ball Green Primary School

Year 2 – Curriculum Overview 2018-2019



https://www.booksfortopics.com/

History

See History Curriculum Coverage document for greater detail

Year 2PEOPLE:

Significant LOCAL individual who can be compared with a significant INTERNATIONAL individual

EVENTS:Significant LOCAL changes BEYOND LIVING MEMORY that can be compared to

SIGNIFICANT NATIONAL or GLOBAL CHANGES BEYOND LIVING MEMORY

Geography

See Geography Curriculum Coverage document for greater detail

Year 2LOCALITY:

Seven ContinentsFive Oceans

PLACE:

HUMAN & PHYSICAL:HOT & COLD areas of the WORLD in relation to the EQUATOR, NORTH &

SOUTH POLES

SKILLS & FIELDWORK:Use simple compasses to describe

features and routes on maps;Use aerial photography;

Plan perspectives to recognize landmarks;

Use and construct basic symbols in a key

Science [Science Bug]

See Science Curriculum Coverage document for greater detailWorking Scientifically in Key Stag 1: Observing closely; Performing tests; Identifying and classifying; Recording findings

Year 2

Animals including humans;

Living things and their habitats

[Feeding & exercise; Living, dead, never lived,

offspring; where can these be found?]

Plants[How plants grow and

stay healthy]

Variation and classification

Everyday materials; Changing materials;

Classifying and grouping materials

[Changing solid shapes; suitability of materials for

a purpose]

Computing

See iCompute Curriculum Coverage document for greater detail

Year 2iSafe

iAlgortihmiProgram

iPub iDoMail iSearch iBlogiPad

[2 units]

Ball Green Primary SchoolYear 2 – Curriculum Overview 2018-2019



Design & Technology [Art & Design]

See Design & Technology Curriculum Coverage document for greater detailDesigning Critically in Key Stag 1: Developing, Planning and Communicating Ideas; Working with tools, equipment, materials and components to make quality products;

Evaluating processes and products

Year 2

COOKING & NUTRITION[Handle food safely;

Being hygienic;

describing ingredients]

TEXTILES[Choosing, measuring,

cutting and joining

textiles]

[Join fabric using glue;

Sew fabrics together for

a class patchwork]

MECHANISMS[Design a moving

product; Join materials

that move]

USE OF MATERIALS[Measure and join

materials using folding

or rolling]

[Make a clay pot; Join

two finger pots

together; Add line and

shape

CONSTRUCTION[Discuss, make plans

and select resources to

make a model that

moves; Evaluate]

Art & Design

See Art & Design Curriculum Coverage document for greater detailCreating Artistically in Key Stag 1: Experimenting and choosing materials; Sharing ideas and experiences; Developing techniques; Comparing, describing and evaluating

Year 2

DRAWING[Use 4B, 8B and HB

pencils; Use charcoal,

pencil and pastel; Create

different tones of light

and dark; Show patterns

and texture; Use a

viewfinder correctly]

PAINTING[Create secondary

colours; Mix and match

colours, predicting

outcomes; Make

brown; Make tints with

white; Make tones with

black]

PRINTING[Press, roll, rub and

stamp to print; Print like

a designer]

SKETCHBOOKS[Demonstrate ideas

through photos; Set out

ideas using annotation;

Keep notes about

changes to work]

COLLAGE[Create individual and

group collages; Use

different materials and

explain choices; Use

repeated patterns]

KNOWLEDGELink colours to natural and

man-made; Say how

colour, pattern and shape

are used by artists; Create

a piece of work in

response to an artist]

Religious Education

Stoke on Trent Agreed Syllabus for Religious Education 2016-2021

Year 2 1.5. What makes some

places sacred?

1.6. How and why do

we celebrate special

and sacred times?

1.7. What does it mean

to belong to a faith

community?

1.8. How should we care

for others and the world,

and why does it matter?





PSHE

Jigsaw PSHE [www.jigsawpshe.com]

Year 2

Being Me in My WorldIncludes understanding

my place in the class, school and global

community as well as devising Classroom

Charters

Celebrating DifferenceIncludes anti-bullying

(cyber and homophobic bullying)

and diversity work

Dreams and GoalsIncludes goal setting, aspirations working

together to design and organize fund raising

events

Healthy MeIncludes drugs and

alcohol education, self-esteem and

confidence, as well as healthy life-style

choices

RelationshipsIncludes understanding friendship, family and other relationships,

conflict resolution and communication skills.

Changing MeIncludes Sex and

Relationship education in the context of looking at

change

Physical Education

See PE Passport Curriculum Coverage document for greater detail

Year 2Movement Skills 2Gymnastics Skills 1

Movement Skills 3Target Games 3 Invasion Game Skills 2 Invasion Game Skills 2 Tri Golf

AthleticsAthletics

Net & Wall Game Skills 2

Dance

See PE Passport Curriculum Coverage document for greater detail

Year 2 Dance – The Circus Dance - Animals

Music

See Music Curriculum Coverage document for greater detailhttps://www.entrustinteractivemusic.co.uk/scheme/

Year 2 Hands, Feet, Heart Ho Ho Ho I Wanna Play in a Band Zootime Friendship Song Reflect, Rewind and Replay





http://www.jigsawpshe.com/

https://www.entrustinteractivemusic.co.uk/scheme/

Literacy – Year 2 (Essential Coverage)

Genre Coverage [Can be taught in any order OR with any topic]FIVE EXTENDED PIECES OF WRITING TO BE WRITTEN EACH TERM OR 15 PIECES PER YEAR

TEXTS TO BE IDENTIFIED TO SUPPORT CROSS-CURRICULAR LEARNING FROM https://www.booksfortopics.com

Essential Genre

Coverage

FICTION:Stories with familiar settings

Traditional tales

Stories from other cultures

Stories about fantasy worlds

Adventure stories

Changing an element of a story

NON-FICTION:Instructional writing

Explanations

Information texts

Non-chronological writing

Diaries

Letters

POETRY:Structured poems, e.g. Haiku

Patterned Poetry

Modern rhymes

Speaking &

Listening

Required

Coverage

SPEAKING:Convey simple information showing awareness of

what the listener needs to know;

Use words to sequence and sustain talk;

Speak clearly and audibly to a large group;

Vary voice and intonation with purpose.

LISTENING:Listen with sustained concentration to others in

the class and to an adult speaking;

Ask relevant question, follow instructions and

remember main points;

Identify points of interest when listening to a

story.

DRAMA:Use improvisation and work in role to explore

characters and situations;

Present dramatisations to others in class;

Talk about dramatic effects.

GROUP DISCUSSION:Ask and answer relevant questions / suggest ideas

to others;

Take turns as a speaker and listener;

Consider alternatives, agree what to do, and

report to another group.

Reading

WORD READING:Reads most words quickly and accurately without excessive sounding out and blending, when they have been frequently encountered;Decoding is established and a range of age-appropriate texts is read with consistent accuracy, fluency and confidence;Sounds out unfamiliar words accurately, automatically and without undue hesitation;Decodes using alternative sounds for graphemes;Decodes using alternative sounds for words of two or more syllables;Decodes using alternative sounds for words with common suffixes;

Decodes using alternative sounds for most common exception words, based on what they have been

taught;

Re-reads books to build up fluency and confidence;Reads ahead to help with fluency and expression.

LANGUAGE FOR EFFECT: LITERARY LANGUAGE[Domain 1b - Identify and explain key aspects of fiction and non-fiction texts, such as characters, events,

titles and information]Recognise interesting vocabulary in a text they have listened to or read;

Recognise simple recurring literary language in stories and poetry.

LANGUAGE FOR EFFECT: VOCABULARY DEVELOPMENT [Domain 1a –Draw on knowledge of vocabulary to understand texts]

Discusses and clarifies the meanings of words, linking new meanings to known vocabulary;

Discusses their favourite words and phrases.

LITERAL COMPREHENSION[Domain 1b - Identify and explain key aspects of fiction and non-fiction texts, such as characters, events,

titles and information]Understands both the books that they can already read accurately and fluently and those that they listen

to by participating in discussions about books, poems and other works, explaining and discussing their

understanding of these texts;

Asks and answers questions about books they have listened to or read, often making links between one

event or piece of information and another, and where necessary, draws on what they already know or on

background information and vocabulary provided by the teacher.




Year 2: English Curriculum Coverage

https://www.booksfortopics.com/


Reading

LITERAL COMPREHENSION: ACCURACY[Domain 1a –Draw on knowledge of vocabulary to understand texts]

With support from a partner or supporting adult, generally checks that the text makes sense by questioning unfamiliar words or phrases;When prompted, self corrects when the text does not make sense.

LITERAL COMPREHENSION: INFORMATION RETRIEVAL[Domain 1b - Identify and explain key aspects of fiction and non-fiction texts, such as characters, events,

titles and information]Uses contents page to locate information;Uses index to locate information;With support, find specific information on a page of non-fiction text, often using features such as key words, headings, captions, etc., appropriately.

LITERAL COMPREHENSION: SEQUENCING[Domain 1c – Identify and explain the sequence of events in texts]

Recounts main events and themes;Demonstrates understanding of simple cause and effect in fiction and non-fiction texts, discussing sequencing of events and explaining how items of information are related.

INFERENCE: MAKING INFERENCES[Domain 1d – Make inferences from the text]

Discuss why some events in a story are important and make simple links between items of information;Participate in discussions about books they have listened to or read, making inferences on the basis of what is said and done and listening to what others say.

INFERENCE: PREDICTION[Domain 1e – Predict what might happen on the basis of what has been read so far]

Make a sensible prediction of what might happen and, when prompted, justify the prediction on the basis of what is said and done and listening to what others say.

RESPONDING TO TEXTS: PERSONAL RESPONSE & EVALUATION[Domain 1b - Identify and explain key aspects of fiction and non-fiction texts, such as characters, events,

titles and information]Comments on plot, setting, and characters in familiar and unfamiliar stories;With support, use empathy to help them understand characters and their motivations;Explains and discusses their understanding of books, poems and other material they have listened to or read, sometimes giving a more detailed account of their opinions.

RESPONDING TO TEXTS: PERFORMANCE[Domain 1a –Draw on knowledge of vocabulary to understand texts]

Recites at least five poems by heart, adding appropriate intonation to make the meaning clear;Continues to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear;Uses commas, question marks and exclamation marks to vary expression;Reads aloud with expression and intonation.

THEMES & CONVENTIONS: RANGE OF TEXTS[Domain 1b - Identify and explain key aspects of fiction and non-fiction texts, such as characters, events,

titles and information]Re-reads books to build up fluency and confidence;Reading is seen as a pleasurable activity;With support, can sometimes comment on the appropriateness of the author’s choice of title for a poem or story;Listens to, discusses and expresses views about a wide range of contemporary and classic poetry at a level beyond that at which they can read independently;Listens to, discusses and expresses views about a wide range of contemporary and classic stories at a level beyond that at which they can read independently;Listens to, discusses and expresses views about a wide range of non-fiction at a level beyond that at which they can read independently.

THEMES & CONVENTIONS: TEXT STRUCTURE[Domain 1b - Identify and explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information]

Demonstrates knowledge of non-fiction books that are structured in different ways;Comments on the structure of the text;

Recognises speech marks;Recognises contractions;

Identifies past tense;Identifies present tense.






Writing

SPELLING [See ‘No-Nonsense Spelling’]:Segment spoken words into phonemes and record these as grapheme, spelling many correctly;Spell words with alternative spellings, including a few common homophones and near homophones;Spell common exception words;Spell some contractions;Spell unfamiliar words using alternative spellings of the same phoneme;Write simple dictated sentences that include words and punctuation taught so far;Use the suffix ‘er’ in adjectives and to turn adjectives to adverbs;Use the suffix ‘est’ in adjectives and to turn adjectives to adverbs;Use the suffix ‘ly’ in adjectives and to turn adjectives to adverbs;Spell longer words using suffix ‘ment’;Spell longer words using suffix ‘ness’;Spell longer words using suffix ‘ful’;Spell longer words using suffix ‘less’.

HANDWRITING:Holds a pencil comfortably and correctly;Form lower case letters of the correct size relative to one another;Form capital letters of the correct size, orientation and in relation to lower case letters;Begin to use some the diagonal and horizontal strokes needed to join letters;Upper and lower case letters not mixed within words;Show which letters may be left unjoined;Spacing between words which reflects the size of the letters.

PUNCTUTATION:Correctly demarcate sentences with capital letters, full stop, question marks and exclamation marks;Use commas to separate items in a list;Use apostrophes to show contractions / missing letters;Use apostrophes to show singular possession in nouns;Use capital letters for a wider range of proper nouns;Use capital letters for personal pronouns.

GRAMMAR:Use correctly structure simple and compound sentences;Growing variety of simple conjunctions being used - subordination [when, if, that, because] and coordination [and, or, but];Use a variety of sentence openers;Use expanded noun phrases e.g. the butterfly is a noun phrase where as the blue butterfly is an expanded noun phrase;Consistently use the correct tense: present and past;Use sentences with different forms e.g. command, statement, question, exclamation;Use some features of Standard English e.g. avoid use of double negatives, use of ‘cos’;Write sentences with one ‘chunk’ of meaning or join ‘chunks’ of meaning.

PURPOSE & ORGANISATION:Write for different purposes, including real events and poetry showing a positive attitude and stamina;Narrative features beginning be developed including beginning, middle and ending with events in chronological order;Able to orally rehearse a structured sentence or sequences of sentences;Plan and discuss the content of writing;Records ideas;Write narratives about personal experiences and those of others, both real and fictional;Use progressive forms of verbs in theist and present tense;Some characteristic features chosen are beginning be developed.

EDITING:Re-read what is written to check that it makes sense;Proof-read to check for errors in spelling, grammar and punctuation;Evaluate own writing independently;Evaluate writing with a peer or an adult;Read aloud what is written with appropriate intonation.





ALAN PEAT ‘EXCITING SENTENCES’ [EGPS APPLICATION]

Exciting Sentences Required Coverage

1A (2 adjectives before/after 1 noun) It was an overgrown, messy garden. Or, It was a lifeless tree in a messy garden. Characterisation and Setting.

LIST It was a cold, wet, miserable and misty morning. Plot, setting and characterisation.

BOYS (But, Or, Yet, So)Not to be over-taught!!

It was a beautiful morning for a walk, so he set off quite happily. Plot. Can also be used in characterisations –similar to O.I. – or setting descriptions.

2A (2 adjectives before/after 2 nouns) It was an overgrown, messy garden with a lifeless, leafless tree. Characterisation and Setting.

1_ed (1 related adjective) Frightened, they ran from the creature. Characterisation and plot.



Ball Green Primary SchoolYear 2: English Curriculum Coverage

Maths

NUMBER:

PLACE VALUE:Read and write numbers to at least 100 in numerals and in words;Recognise the place value of each digit in a two digit number (tens, ones);Identify, represent and estimate numbers using different representations including the number line;Compare and order numbers from 0 up to 100; use <, > and = signs;Use place value and number facts to solve problems;Count in steps of 2, 3 and 5 from 0, and in tens from any number, forward and backward.

+, -, X & ÷:Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100;Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a two-digit number and ones; a two-digit number and tens; two two-digit numbers; adding three one-digit numbers;Show that the addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot;Solve problems with addition and subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities and measures; applying their increasing knowledge of mental and written methods;Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems;Recall and use multiplication and division facts for the 2, 5 and 10 times tables, including recognising odd and even numbers;Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (x), division (÷) and equals (=) sign;Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods and multiplication and division facts, including problems in contexts;Show that the multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot;Recall and use multiplication and division facts for the 2, 5 and 10 times tables, including recognising odd and even numbers;Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs;Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods and multiplication and division facts, including problems in contexts;Show that the multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot.

FRACTIONS:Recognise, find, name and write fractions 1 /3, ¼ , 2/4 and ¾ of a length, shape, set of objects or quantity;Write simple fractions for example, ½ of 6 = 3 and recognise the equivalence of 2/4 and ½.




Year 2: Mathematics Curriculum Coverage

GE0METRY:

POSITION & DIRECTION:Use mathematical vocabulary to describe position, direction and movement including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise);Order and arrange combinations of mathematical objects in patterns and sequences.

PROPERTIES OF SHAPES:Identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line;Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces;Identify 2-D shapes on the surface of 3-D shapes, [for example, a circle on a cylinder and a triangle on a pyramid];Compare and sort common 2-D and 3-D shapes and everyday objects.

MEASURES:

COMPARE & ORDER:Compare and order lengths, mass, volume/capacity and record the results using >, < and =;Compare and order lengths, mass, volume/capacity and record the results using >, < and =.

LENGTH, MASS, TEMP, CAPACITYChoose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels;Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels.

MONEY:Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value;Find different combinations of coins that equal the same amounts of money;Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change.

TIME:Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times;Know the number of minutes in an hour and the number of hours in a day;Compare and sequence intervals of time.

STATISTICS:

BAR CHARTS, PICTOGRAMS & TABLES:Interpret and construct simple pictograms, tally charts, block diagrams and simple tables;Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity;Ask and answer questions about totalling and comparing categorical data.



Ball Green Primary SchoolYear 2: Mathematics Curriculum Coverage

KS1 contentPupils should be taught

about: Chronological Understanding Knowledge and Interpretation Historical Enquiry

Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.

Significant INDIVIDUAL who has been recognised for an INTERNATIONAL achievement. Bring historical knowledge back to the LOCAL.

Significant GLOBAL EVENT BEYOND LIVING MEMORY. Bring historical knowledge back to the LOCAL.

• Can they use words and phrases like: before I was born, when I was younger?

• Can they use phrases and words like: ‘before’, ‘after’, ‘past’, ‘present’, ‘then’ and ‘now’; in their historical learning?

• Can they use the words past and present correctly?

• Can they use a range of appropriate words and phrases to describe the past?

• Can they sequence a set of events in chronological order and give reasons for their order?

• Can they recount the life of someone famous from Britain who lived in the past giving attention to what they did earlier and what they did later?

• Can they explain how their local area was different in the past?

• Can they recount some interesting facts from an historical event, such as why children were evacuated?

• Can they give examples of things that are different in their life from that of their grandparents when they were young?

• Can they explain why Britain has a special history by naming some famous events and some famous people?

• Can they find out something about the past by talking to an older person?

• Can they answer questions by using a specific source,such as an information book?

• Can they research the life of a famous Briton from the past using different resources to help them?

• Can they research about a famous event that happens in Britain and why it has been happening for some time?

• Can they research the life of someone who used to live in their area using the Internet and other sources to find out about them?

Year 2 (Challenging)

• Can they sequence a set of objects in chronological order and give reasons for their order?

• Can they sequence events about own life?

• Can they sequence events about the life of a famous person?

• Can they try to work out how long ago an event happened?

• Can they give examples of things that are different in their life from that of a long time ago in a specific period of history such as the Victorian times?

• Can they explain why someone in the past acted in theway they did?

• Can they explain why their locality (as wide as it needs to be) is associated with a special historical event?

• Can they say at least two ways they can find out about the past, for example using books and the internet?

• Can they explain why eye-witness accounts may vary?• Can they research about a famous event that happens

somewhere else in the world and why it has been happening for some time?


Year 2: History Curriculum Coverage



The national curriculum for history aims to ensure that all pupils: • Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and

been influenced by the wider world;• Know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies;

achievements and follies of mankind;• Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry;’ • Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame

historically-valid questions and create their own structured accounts, including written narratives and analyses;• Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been

constructed;• Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic,

military, political, religious and social history; and between short- and long-term timescales.

The national curriculum for geography aims to ensure that all pupils: ü Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical

context for understanding the actions of processes;ü Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.That pupils are competent in the geographical skills needed to: ü Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes;ü Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS);ü Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Content Pupils should be taught: Geographical Enquiry Physical Geography Human Geography Geographical Knowledge

Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

Locational Knowledge:

The seven continents of the world.The five oceans of the world.

Human & Physical Geography:

Compare and contrast hot and cold areas of the world in relation to the Equator, North

Pole and South Pole.

Geographical Skills & Fieldwork:

Use simple compasses to describe the location of features and routes on maps.

Use aerial photography and plan perspectives to recognise landmarks.

Use and construct basic symbols in a key.

• Can they label a diagram or photograph using some geographical words?

• Can they find out about a locality by using different sources of evidence?

• Can they find out about a locality by asking some good questions to someone else?

• Can they say what they like and don’t like about theirlocality and another locality like the seaside?

• Can they describe some physical features of own locality?

• Can they explain what makes a locality special?

• Can they describe some places which are not near the school?

• Can they describe a place outside Europe using geographical words?

• Can they describe some of the features associated with an island?

• Can they describe the key features of a place, using words like, beach, coast forest, hill, mountain, ocean, valley?

• Can they describe some human features of own locality, such as the jobs people do?

• Can they explain how the jobs people do may be different in different parts of the world?

• Do they think that people ever spoil the area? How?

• Do they think that people try to make the area better? How?

• Can they explain what facilities a town or village might need?

• Can they name the continents of the world and find them in an atlas?

• Can they name the world’s oceans and find them in an atlas?

• Can they name the main cities of England, Wales, Scotland and Ireland?

• Can you find where they live on a map of the UK?


• Can they make inferences by looking at a weather chart?

• Can they make plausible predictions about what the weather may be like in different parts of the world?

• Can they find the longest and shortest route using a map?

• Can they use a map, photographs, film or plan to describe a contrasting locality outside Europe?

• Can they explain how the weather affects different people?

• Can they locate some of the world’s major rivers and mountain ranges?

• Can they point out the North, South, East and West associated with maps and compass?


Year 2: Geography Curriculum Coverage



What pupils should be taught Living things and their Habitats Animals including humans Everyday materials Plants

Statutory requirement

• explore and compare the differences between things that are living, dead, and things that have never been alive

• � identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other

• identify and name a variety of plants and animals in their habitats, including micro-habitats

• describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.

• notice that animals, including humans, have offspring which grow into adults

• find out about and describe the basic needs of animals, including humans, for survival (water, food and air)

• describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

• identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses

• find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

• observe and describe how seeds and bulbs grow into mature plants

• find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

Notes and guidance

Pupils should be introduced to the idea that all living things have certain characteristics that are essential for keeping them alive and healthy. They should raise and answer questions that help them to become familiar with the life processes that are common to all living things. Pupils should be introduced to the terms ‘habitat’ (a natural environment or home of a variety of plants and animals) and ‘micro-habitat’ (a very small habitat, for example for woodlice under stones, logs or leaf litter). They should raise and answer questions about the local environment that help them to identify and study a variety of plants and animals within their habitat and observe how living things depend on each other, for example, plants serving as a source of food and shelter for animals. Pupils should compare animals in familiar habitats with animals found in less familiar habitats, for example, on the seashore, in woodland, in the ocean, in the rainforest. Pupils might work scientifically by: sorting and classifying things according to whether they are living, dead or were never alive, and recording their findings using charts. They should describe how they decided where to place things, exploring questions for example: ‘Is a flame alive? Is a deciduous tree dead in winter?’ and talk about ways of answering their questions. They could construct a simple food chain that includes humans (e.g. grass, cow, human). They could describe the conditions in different habitats and micro-habitats (under log, on stony path, under bushes) and find out how the conditions affect the number and type(s) of plants and animals that live there.

Pupils should be introduced to the basic needs of animals for survival, as well as the importance of exercise and nutrition for humans. They should also be introduced to the processes of reproduction and growth in animals. The focus at this stage should be on questions that help pupils to recognise growth; they should not be expected to understand how reproduction occurs. The following examples might be used: egg, chick, chicken; egg, caterpillar, pupa, butterfly; spawn, tadpole, frog; lamb, sheep. Growing into adults can include reference to baby, toddler, child, teenager, adult. Pupils might work scientifically by: observing, through video or first-hand observation and measurement, how different animals, including humans, grow; asking questions about what things animals need for survival and what humans need to stay healthy; and suggesting ways to find answers to their questions.

Pupils should identify and discuss the uses of different everyday materials so that they become familiar with how some materials are used for more than one thing (metal can be used for coins, cans, cars and table legs; wood can be used for matches, floors, and telegraph poles) or different materials are used for the same thing (spoons can be made from plastic, wood, metal, but not normally from glass). They should think about the properties of materials that make them suitable or unsuitable for particular purposes and they should be encouraged to think about unusual and creative uses for everyday materials. Pupils might find out about people who have developed useful new materials, for example John Dunlop, Charles Macintosh or John McAdam. Pupils might work scientifically by: comparing the uses of everyday materials in and around the school with materials found in other places (at home, the journey to school, on visits, and in stories, rhymes and songs); observing closely, identifying and classifying the uses of different materials, and recording their observations.

Pupils should use the local environment throughout the year to observe how different plants grow. Pupils should be introduced to the requirements of plants for germination, growth and survival, as well as to the processes of reproduction and growth in plants. Note: Seeds and bulbs need water to grow but most do not need light; seeds and bulbs have a store of food inside them. Pupils might work scientifically by: observing and recording, with some accuracy, the growth of a variety of plants as they change over time from a seed or bulb, or observing similar plants at different stages of growth; setting up a comparative test to show that plants need light and water to stay healthy.

•

Ball Green Primary SchoolYear 2: Science Curriculum Coverage



Year 2 Observing closely Performing Tests Identifying and Classifying Recording findingsPupils in years should explore the world around them and raise their own questions. They should experience different types of scientific enquiries, including practical activities, and begin to recognise ways in which they might answer scientific questions. They should use simple features to compare objects, materials and living things and, with help, decide how to sort and group them, observe changes over time, and, with guidance, they should begin to notice patterns and relationships. They should ask people questions and use simple secondary sources to find answers. They should use simple measurements and equipment (for example, hand lenses, egg timers) to gather data, carry out simple tests, record simple data, and talk about what they have found out and how they found it out. With help, they should record and communicate their findings in a range of ways and begin to use simple scientific language.

• Can they use <see, touch, smell, hear or taste> to help them answer questions?

• Can they use some science words to describe what they have seen and measured?

• Can they compare several things?

• Can they carry out a simple fair test?

• Can they explain why it might not be fair to compare two things?

• Can they say whether things happened as they expected?

• Can they suggest how to find things out?

• Can they use prompts to find things out?

• Can they organise things into groups?

• Can they find simple patterns (or associations)?

• Can they identify animals and plants by a specific criteria, eg, lay eggs or not; have feathers or not?

• Can they use (text, diagrams, pictures, charts, tables)to record their observations?

• Can they measure using <simple equipment>?

Year 1 (Challenging)Observing closely Performing Tests Identifying and Classifying Recording findings

• Can they suggest ways of finding out through listening, hearing,smelling, touching and tasting?

• Can they say whether things happened as they expected and if not why not?

• Can they suggest more than one way of groupings animals and plants and explain their reasons?

• Can they use information from books and online information to find things out?

During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: • asking simple questions and recognising that they can be answered in different ways • observing closely, using simple equipment • performing simple tests • identifying and classifying • using their observations and ideas to suggest answers to questions • gathering and recording data to help in answering questions.

Practical investigative links should be made using the RMS Microscope Activity Kit in order to promote ‘working scientifically.’ https://www.rms.org.uk/discover-engage/microscope-activity-kits.html


WORKING SCIENTIFICALLY



https://www.rms.org.uk/discover-engage/microscope-activity-kits.html

Classifying and grouping materials Changing materials Living things and their habitats Animals, including humans Plants Variation and classification

• Can they distinguish between an object and the material from which it is made?

• Can they identify and name a range of everyday materials? (wood, plastic, metal, water, rock)

• Can they describe the simple physical properties of a variety of everyday materials?

• Can they compare and classify a variety of materials based on their simple physical properties?

• Can they explore how the shapes of solid objects can be changed? (squashing, bending, twisting, stretching)

• Can they find out about people who developed useful new materials? (Dunlop, MacKintosh, MacAdam)

• Can they identify and compare the uses of a range of everyday materials? (wood, metal, plastic, glass, brick/rock, paper/cardboard)

• Can they explain how things move on different surfaces?

• Can they match certain living things to the habitats they are found in?

• Can they explain the differences between living and non-living things?

• Can they describe some of the life processes common to plants and animals, including humans?

• Can they decide whether something is living, dead or non-living?

• Can they describe how a habitat provides for the basic needs of things living there?

• Can they describe a range of different habitats?

• Can they describe how plants and animals are suited to their habitat?

• Can they describe what animals need to survive?

• Can they explain that animals grow and reproduce?

• Can they explain why animals have offspring?

• Can they describe the life cycle of some living things? (e.g. egg, chick, chicken)

• Can they explain the basic needs of animals, including humans?

• Can they describe why exercise and a balanced diet are important for humans?

• Can they describe what plants need to survive?

• Can they describe how seeds and bulbs grow into plants?

• Can they describe what a plant needs to grow and stay healthy?

• Can they explain that plants grow and reproduce?

• Can they sort living things into groups and say why they sorted them in that way?

• Can they compare how plants grow in different conditions by making measurements?

• Can they identify and compare a variety of plants and animals found in different habitats and microhabitats?

• Can they collect weather data about a local habitat and use it to explain the plants and animals they will find there?

• Can they explain how animals get their food and draw a simple food chain?


Classifying and grouping materials Changing materials Living things and their habitats Animals, including humans Plants Variation and classification

• Can they describe the properties of different materials using words like, transparent or opaque, flexible, etc.?

• Can they sort materials into groups and say why they have sorted them in that way?

• Can they say which materials are natural and which are man made?

• Can they explain how materials are changed by heating and cooling?

• Can they tell which materials cannot be changed back after being heated, cooled, bent, stretched or twisted?

• Can they explain how materials are changed by bending, twisting and stretching?

• Can they name somecharacteristics of an animal that help it to live in a particular habitat?

• Can they describe what animals need to survive and link this to their habitats?

• Can they explain that animals reproduce in different ways?

• Can they describe what plants need to survive and link it to where they are found?

• Can they explain that plants grow and reproduce in different ways?

• Can they classify living things into groups according to a range of criteria they have been given?

During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: Pupils in years should explore the world around them and raise their own questions. They should experience different types of scientific enquiries, including practical activities, and begin to recognise ways in which they might answer scientific questions. They should use simple features to compare objects, materials and living things and, with help, decide how to sort and group them, observe changes over time, and, with guidance, they should begin to notice patterns and relationships. They should ask people questions and use simple secondary sources to find answers. They should use simple measurements and equipment (for example, hand lenses, egg timers) to gather data, carry out simple tests, record simple data, and talk about what they have found out and how they found it out. With help, they should record and communicate their findings in a range of ways and begin to use simple scientific language.


SCIENTIFIC KNOWLEDGE




Year 2: Science BUG Curriculum Coverage



BIOLOGY CHEMISTRY PHYSICS

Animals & Humans Living Things PlantsMaterials & Changes

of StateRocks & Soils Earth & Space Electricity Forces Light Sound

Year 2

Feeding & Exercise:describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food • find out about and describe the basic needs of animals, including humans, for survival (water, food and air) • describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.Living Things:explore and compare the differences between things that are living, dead, and things that have never been alive • notice that animals, including humans, have offspring which grow into adults.

Habitats:identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other • identify and name a variety of plants and animals in their habitats, including micro-habitats.

Growing Plants:observe and describe how seeds and bulbs grow into mature plants • find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

Changing Shape:find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.Uses of Materials:identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses.

Knowledge & Understanding Skills• Understand the different methods of communication (e.g. email, online forums

etc).• Know you should only open email from a known source.• Know the difference between email and communication systems such as blogs

and wikis.• Know that websites sometimes include pop-ups that take them away from the

main site.• Know that bookmarking is a way to find safe sites again quickly.• Begin to evaluate websites and know that everything on the internet is not true.• Know that it is not always possible to copy some text and pictures from the

internet. • Know that personal information should not be shared online. • Know they must tell a trusted adult immediately if anyone tries to meet them via

the internet.

• Follow the school’s safer internet rules.• Use the search engines agreed by the school. • Act if they find something inappropriate online or something they are unsure of

(including identifying people who can help; minimising screen; online reporting using school system etc).

• Use the internet for learning and communicating with others, making choices when navigating through sites.

• Send and receive email as a class.• Recognise advertising on websites and learn to ignore it.• Use a password to access the secure network.

The national curriculum for computing aims to ensure that all pupils: • can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation • can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems • can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems • are responsible, competent, confident and creative users of information and communication technology.

Ball Green Primary SchoolYear 1 & Year 2: E-Safety Curriculum Coverage



KS1Pupils should be taught to: Algorithms and Programs Data Retrieving and Organising Communicating

• understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions

• create and debug simple programs • use logical reasoning to predict the behaviour of

simple programs • use technology purposefully to create, organise,

store, manipulate and retrieve digital content • recognise common uses of information technology

beyond school • use technology safely and respectfully, keeping

personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

• Can they predict the outcomes of a set of instructions?

• Can they use right angle turns?• Can they use the repeat

commands?• Can they test and amend a set

of instructions?• Can they write a simple

program and test it?• Can they predict what the

outcome of a simple program will be?

• Can they find information on a website?

• Can they click links in a website?

• Can they print a web page to use as a resource?

• Can they experiment with text, pictures and animation to make a simple slide show?

• Can they use the shape tools to draw?

• Can they send and reply to messages sent by a safe email partner (within school)?

• Can they word process a piece of text?

• Can they insert/delete a word using the mouse and arrow keys?

• Can they highlight text to change its format (B, U, I)?


• Can they create a presentation in a small group and record the narration?• Can they record sounds into software and playback?• Can they insert prerecorded sounds into a presentation?• Can they capture still and moving images?

The national curriculum for computing aims to ensure that all pupils: • can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation • can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems • can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems • are responsible, competent, confident and creative users of information and communication technology.


Year 2: Computing Curriculum Coverage



KS1 Content Pupils should be taught about: Developing, Planning and Communicating Ideas

Working with Tools, Equipment, Materials and Components to Make Quality Products

Evaluating Processes and Products

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment].

Design • design purposeful, functional, appealing

products for themselves and other users based on design criteria

• generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Make • select from and use a range of tools and

equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]

• select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate • explore and evaluate a range of existing

products • evaluate their ideas and products

against design criteria Technical Knowledge • build structures, exploring how they can

be made stronger, stiffer and more stable

• explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

• Can they think of ideas and plan what to do next?

• Can they choose the best tools and materials? Can they give a reason why these are best?

• Can they describe their design by using pictures, diagrams, models and words?

• Can they join things (materials/ components) together in different ways?

• What went well with their work?• If they did it again, what would they

want to improve?

Breadth of Study

Cooking and Nutrition• Can they describe

the properties of the ingredients they are using?

• Can they explain what it means to be hygienic?

• Are they hygienic in the kitchen?

Textiles• Can they measure

textile?• Can they join

textiles together to make something?

• Can they cut textiles?

• Can they explain why they chose a certain textile?

Mechanisms • Can they join

materials together as part of a moving product?

• Can they add some kind of design to their product?

Use of Materials• Can they measure

materials to use in a model or structure?

• Can they join material in different ways?

• Can they use joining, folding or rolling to make it stronger?

Construction• Can they make

sensible choices as to which material to use for their constructions?

• Can they develop their own ideas from initial starting points?

• Can they incorporate some type of movement into models?

• Can they consider how to improve their construction?

The national curriculum for design and technology aims to ensure that all pupils: • develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world • build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users • critique, evaluate and test their ideas and products and the work of others • understand and apply the principles of nutrition and learn how to cook.


Year 2: Design Technology Curriculum Coverage



Pupils should be taught about: Drawing Painting Printing Sketch books

• to use a range of materials creatively to design and make products

• to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

• to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

• about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

• Can they use three different grades of pencil in their drawing (4B, 8B, HB)?

• Can they use charcoal, pencil and pastels?

• Can they create different tones using light and dark?

• Can they show patterns and texture in their drawings?

• Can they use a viewfinder to focus on a specific part of an artefact before drawing it?

• Can they mix paint to create all the secondary colours?

• Can they mix and match colours, predict outcomes?

• Can they mix their own brown?• Can they make tints by adding

white?• Can they make tones by adding

black?

• Can they create a print using pressing, rolling, rubbing and stamping?

• Can they create a print like a designer?

• Can they begin to demonstrate their ideas through photographs and in their sketch books?

• Can they set out their ideas, using ‘annotation’ in theirsketch books?

• Do they keep notes in their sketch books as to how they have changed their work?

3D/ Textiles Collage Use of IT Knowledge

• Can they make a clay pot?• Can they join two finger pots

together?• Can they add line and shape to

their work?• Can they join fabric using glue?• Can they sew fabrics together?• Can they create part of a class

patchwork?

• Can they create individual and group collages?

• Can they use different kinds of materials on their collage and explain why they have chosen them?

• Can they use repeated patterns in their collage?

• Can they create a picture independently?

• Can they use simple IT mark-making tools, e.g. brush and pen tools?

• Can they edit their own work?• Can they take different

photographs of themselves displaying different moods?

• Can they change their photographic images on a computer?

• Can they link colours to natural and man-made objects?

• Can they say how other artists have used colour, pattern and shape?

• Can they create a piece of work in response to another artist’s work?

The national curriculum for art and design aims to ensure that all pupils: • produce creative work, exploring their ideas and recording their experiences • become proficient in drawing, painting, sculpture and other art, craft and design techniques • evaluate and analyse creative works using the language of art, craft and design • know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.


Year 2: Art & Design Curriculum Coverage



EXPRESSING

1.5 What makes some places sacred?Talk about how the words ‘sacred’ and ‘holy’ are used; what makes some places and things

special, sacred or holy; consider what things and places are special to pupils and their

families, and why; do they have things that are holy and sacred?; Talk about why it is

important to show respect for other people’s precious or sacred belongings (including the

importance of having clean hands or dressing in certain ways);

Explore the main features of places of worship in Christianity and at least one other religion,

ideally by visiting some places of worship;

Find out how the place of worship is used and talk to some Christians, Muslims and/or Jewish

people about how and why it is important in their lives;

Notice some similarities and differences between places of worship and how they are used;

Explore the meanings of signs, symbols, artefacts and actions and how they help in worship

e.g.

ü Church: altar, cross, crucifix, font, lectern, candles and the symbol of light; plus

specific features from different denominations as appropriate: icons, stations of the

cross; baptismal pool; pulpit

ü Synagogue: ark, Ner Tamid, Torah scroll, tzitzit [tassels], tefillin, tallit [prayer shawl]

and kippah [skullcap], hanukkiah, bimah

ü Mosque/Masjid: wudu; calligraphy, prayer mat, prayer beads, minbar, mihrab,

muezzin

Explore how religious believers sometimes use music to help them in worship e.g. Christians

singing traditional hymns with an organ or using contemporary songs and instruments to

praise God, thank God, say sorry, to prepare for prayer etc; children’s songs to help learn

stories; to celebrate at a wedding.

1.6 How and why do we celebrate special and sacred times?Consider the importance and value of celebration and remembrance in children’s own lives;

Learn about festivals in Christianity, including Christmas, Easter, Harvest and Pentecost in

Christianity: the stories and meanings associated with them;

For example, from Easter:

ü Explore the stories of Jesus in Holy Week such as riding into Jerusalem on a donkey,

turning over tables in the temple, washing his friends’ feet, being arrested, being

deserted, crucifixion, resurrection on Sunday morning.

ü Explore feelings of Jesus and disciples.

ü Explore how these are shown in the ways Christians celebrate Easter today, e.g. Palm

Sunday processions; washing feet; sorrow of Good Friday; darkness on Saturday

services; light and joy of Easter day, etc.

Learn about the significance of festivals to the Jewish way of life and what they mean, e.g.

Shabbat (Genesis 1; God as creator), Pesach (Moses and the Exodus; freedom), Chanukah

(hope and dedication), Sukkot (reliance on God);

Explore the meaning and significance of Jewish rituals and practices during each festival;

Learn about how Muslims celebrate Eid-ul-Fitr as the completion of a month of fasting

(Ramadan). Find out what happens in a Muslim household at Eid-ul- Fitr;

Talk about what the stories and events means for the children themselves;

Compare the importance of the symbol of light within different festivals, e.g. Christmas,

Chanukah; how believers express beliefs through this symbol, and how light can mean

different things to believers in different communities.

The national curriculum for art and design aims to ensure that all pupils:

• Know about and understand a range of religions and worldviews; A1. Recall and name different beliefs and practices, including festivals, worship, rituals and ways of life, in order to find

out about the meanings behind them; A2. Retell and suggest meanings to some religious and moral stories, exploring and discussing sacred writings and sources of wisdom and recognising

the traditions from which they come; A3. Recognise some different symbols and actions which express a community’s way of life, appreciating some similarities between communities.

• Express ideas and insights about the nature, significance and impact of religions and worldviews; Ask and respond to questions about what individuals and communities do, and why, so

that pupils can identify what difference belonging to a community might make; Observe and recount different ways of expressing identity and belonging, responding sensitively for

themselves; Notice and respond sensitively to some similarities between different religions and worldviews.

• Gain and deploy the skills needed to engage seriously with religions and worldviews; Explore questions about belonging, meaning and truth so that they can express their own ideas and

opinions in response using words, music, art or poetry; Find out about and respond with ideas to examples of co- operation between people who are different; Find out about questions of

right and wrong and begin to express their ideas and opinions in response.


Year 2: Religious Education Curriculum Coverage



LIVING1.7. What does it mean to belong to a faith community?

Talk about stories of people who belong to groups; groups to which children belong, including their families and school, what they enjoy about them and why they are important to them;Find out about some symbols of ‘belonging’ used in Christianity and at least one other religion, and what they mean (Christianity e.g. baptismal candles, christening clothes, crosses as badges or necklaces, fish/ICHTHUS badges, What Would Jesus Do bracelets WWJD); symbols of belonging in children’s own lives and experience;Explore the idea that everyone is valuable and how Christians show this through infant baptism and dedication, finding out what the actions and symbols mean;Compare this with a welcoming ceremony from another religion, e.g. Judaism: Brit Milah; Islam: Aqiqah;Find out how people can show they belong with another person, e.g., through the promises made in a wedding ceremony, through the symbols, e.g. rings, gifts; standing under the chuppah in Jewish weddings. Listen to some music used at Christian weddings. Find out about what the words mean in promises, hymns and prayers at a wedding;Compare the promises made in a Christian wedding with the Jewish ketubah (wedding contract);Talk to some Christians, and members of another religion, about what is good about being in a community, and what kinds of things they do when they meet in groups for worship and community activities;Explore the idea that different people belong to different religions, and that some people are not part of religious communities;Find out about times when people from different religions work together, e.g. in charity work or to remember special events. Examples might include Christian Aid and Islamic Relief or Remembrance on 11th November.

1.8 How should we care for others and the world, and why does it matter?Introduce the idea that each person is unique and important, using e.g. Christian teachings that God values everyone (Matthew 6.26); Jesus blesses the children (Matthew 19, Mark 10, Luke 18); Psalm 8 (David praises God’s creation and how each person is special in it);Talk about the benefits and responsibilities of friendship and the ways in which people care for others. Explore stories from the Bible about friendship and care for others and how these show ideas of good and bad, right and wrong, e.g. Jesus’ special friends (Luke 5 v.1–11), four friends take the paralysed man to Jesus (Luke 5 v 17–26), ‘The good Samaritan’ (Luke 10: 25–37);Consider the idea that we all have special gifts we can use to benefit others;Learn that some religions believe that serving others and supporting the poor are important parts of being a religious believer, e.g. Zakat, alms giving in Islam; tzedakah [charity] in Judaism;Read stories about how some people have been inspired to care for people because of their religious beliefs, e.g. Mother Teresa, Dr Barnardo, Sister Frances Dominica; people known in the local area;Having studied the teachings of one religion on caring, work together as a group to create an event, e.g. a ‘Thank you’ tea party for some school helpers – make cakes and thank you cards, write invitations and provide cake and drink, or organise a small fund-raising event and donate the money to a local charity;Look carefully at some texts from different religious scriptures about the ‘Golden Rule’ and see if the children can suggest times when it has been followed and times when it has not been followed. Talk about how the golden rule can make life better for everyone. Make cartoons to show their ideas;Explore the creation account in Genesis 1 in varied and creative ways, to find out what it tells Jewish and Christian believers about what God is like, and what these stories tell believers about God and creation (e.g. that God is great, creative, and concerned with creation; that creation is important, that humans are important within it);Explore the account in Genesis 2. Talk about ways in which religious believers might treat the world, making connections with the Genesis account (e.g. humans are important but have a role as God’s representatives on God’s creation, to care for it, as a gardener tends a garden). Investigate ways that people can look after the world and think of good reasons they this is important. Make links with the Jewish idea of tikkun olam (repairing the world) and Tu B’shevat(new year for trees).


Year 2: Religious Education Curriculum Coverage



The national curriculum for PSHE aims to ensure that all pupils: Are provided with the knowledge, understanding, attitudes, values and skills they need in order to reach their potential as individuals and within the community;Pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of their school and communities. In doing so they learn to recognise their own worth, work well with others and become increasingly responsible for their own learning. They reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up;They learn to understand and respect our common humanity; diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning;In our school we choose to deliver Personal, Social, Health Education using Jigsaw, the mindful approach to PSHE.


Year 2: PSHE Curriculum Coverage



BEING ME IN MY WORLD

Hopes & Fears For The Year:Identify some of my hopes and fears for this year;Know how to use my Jigsaw Journal;Recognise when I feel worried and know who to ask for help.

Rights & Responsibilities:Understand the rights and responsibilities of being a member of my class and school;Know how to help myself and others feel like we belong.

Rewards & Consequences:Listen to other people and contribute my own ideas about rewards and consequences;Help make my class a safe and fair place.

Rewards & Consequences:Listen to other people and contribute my own ideas about rewards and consequences;Help make my class a safe and fair place.

Our Learning Charter:Understand how following the Learning Charter will help me and others learn;Work cooperatively.

Owning Our Learning Charter:Recognise the choices I make and understand the consequences; To follow the Learning Charter.

CELEBRATING DIFFERENCE

Boys & Girls:Start to understand that sometimes people make assumptions about boys and girls (stereotypes);Understand some ways in which boys and girls are similar and feel good about this.

Boys & Girls:Start to understand that sometimes people make assumptions about boys and girls (stereotypes);Understand some ways in which boys and girls are different and accept that this is ok.

Why Does Bullying Happen?Understand that bullying is sometimes about difference;Be able to tell you how someone who is bullied feels; Be able to be kind to children who are bullied.

Standing Up For Myself & Others:Listen to other people and contribute my own ideas about rewards and consequences;Help make my class a safe and fair place.

Making A New Friend:Know some ways to make new friends;now how it feels to be a friend and have a friend.

Celebrating Difference & Still Being Friends:Tell you some ways I am different from my friends;Understand these differences make us all special and unique.

DREAMS & GOALS

Goals To Success:Choose a realistic goal and think about how to achieve it;Identify my successes and achievements and know how this makes me feel (proud).

My Learning Strengths:Persevere even when I find tasks difficult; Tell you some of my strengths as a learner.

Learning With Others:Recognise who it is easy for me to work with and who it is more difficult for me to work with; Understand how working with other people can help me to learn.

A Group Challenge:Work cooperatively in a group to create an end product;Explain some of the ways I worked cooperatively in my group to create the end product;Work with other people to solve problems;Express how it felt to be working as part of this group.

Celebrating Our Achievement:Know how to share success with other people; Know how contributing to the success of a group feels and be able to store those feelings in my internal treasure chest (proud).


Year 2: PSHE Curriculum Coverage



HEALTHY ME

Being Healthy:Know what I need to keep my body healthy;Be motivated to make healthy lifestyle choices.

Being Relaxed:Show or tell you what relaxed means and I know some things that make me feel relaxed and some that make me feel stressed;Tell you when a feeling is weak and when a feeling is strong.

Medicine Safety:Understand how medicines work in my body and how important it is to use them safely; Feel positive about caring for my body and keeping it healthy.

Healthy Eating:Sort foods into the correct food groups and know which foods my body needs every day to keep me healthy; Have a healthy relationship with food and know which foods I enjoy the most.

Healthy Eating:Decide which foods to eat to give my body energy;Have a healthy relationship with food and I know which foods are most nutritious for my body.

The ‘Healthy Me’ Café:Can make some healthy snacks and explain why they are good for my body; Express how it feels to share healthy food with my friends.

RELATIONSHIPS

Families:Identify the different members of my family, understand my relationship with each of them and know why it is important to share and cooperate;Accept that everyone’s family is different and understand that most people value their family.

Keeping Safe – Exploring Physical Contact:Understand that there are lots of forms of physical contact within a family and that some of this is acceptable and some is not;Know which types of physical contact I like and don’t like and be able talk about this.

Friends & Conflict:Identify some of the things that cause conflict with my friends;Demonstrate how to use the positive problem-solving technique to resolve conflicts with my friends.

Secrets:Understand that sometimes it is good to keep a secret and sometimes it is not good to keep a secret;Know how it feels to be asked to keep a secret I do not want to keep and know who to talk to about this.

Trust & Appreciation:Recognise and appreciate people who can help me in my family, my school and my community;Understand how it feels to trust someone.

Celebrating My Special Relationships:Express my appreciation for the people in my special relationships;Be comfortable accepting appreciation from others.

CHANGING ME

Lifecycles in Nature:Recognise cycles of life in nature;Understand there are some changes that are outside my control and to recognise how I feel about this.

Growing From Young To Old:Tell you about the natural process of growing from young to old and understand that this is not in my control;Identify people I respect who are older than me.

The Changing Me:Recognise how my body has changed since I was a baby and where I am on the continuum from young to old;Feel proud about becoming more independent.

Boys’ & Girls’ Bodies:Recognise the physical differences between boys and girls, use the correct names for parts of the body (penis, testicles, vagina) and appreciate that some parts of my body are private;Tell you what I like/don’t like about being a boy/girl.

Assertiveness:Understand there are different types of touch and tell you which ones I like and don’t like;Be confident to say what I like and don’t like and ask for help.

Looking Ahead:Identify what I am looking forward to when I am in Year 3; Start to think about changes I will make when I am in Year 3 and know how to go about this.

MOVEMENT SKILLS 2:Move around with good control;Follow visual and audio instructions;Travel backwards safely;Balance on one leg;Jump in a variety of ways;Dodge;Move safely with an awareness of others;Volley and punt.

GYMNASTICS SKILLS 1:Move around using space and understand how to balance safely;Travel in different ways and in different direction with control;Travel around on different parts of your body;Travel around safely;Travel at different levels;Move safely on apparatus;Explore using apparatus;Control body to balance on apparatus;Move and balance competently and safely on apparatus;Jump in using the correct technique;Combine movements and jumps;Balance with control;Work with a partner;Link movements together in a sequence;Move and balance confidently.

MOVEMENT 3:Skip using a rope;Jump in a variety of ways;Bounce and travel with a ball with control;Receive a ball and trap it;Pass a ball accurately;Jump for height;Catch consistently well.

TARGET GAMES 3:Throw a ball underarm with either hand and with some accuracy at a target;Kick a ball with some accuracy with both feet;Roll with some accuracy with either hand;Punt a ball with some accuracy with both feet;Strike a ball with a racket or bat at a target with some degree of force and accuracy;Bounce a ball with some accuracy at a target.

DANCE – THE CIRCUS:Understand the importance of a warm up and cool down and identify the changes within the body during physical activity;Copy, repeat and remember simple dance actions, applying actions with some co-ordination, control and spatial awareness;Develop the knowledge of the role of the Ringmaster within the Circus, demonstrate the character creatively;Develop the knowledge of the role of the Clown within the Circus, demonstrate the character creatively;Develop the understanding of the basic actions within dance;Develop the knowledge of the role of the Juggler within the Circus, demonstrate the character creatively and use a prop within dance;Develop the knowledge of the role of the Tightrope Walker within the Circus, demonstrate the character creatively;Develop the knowledge of the role of the different performers within the Circus, demonstrate the character creatively.

Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations. Pupils should be taught to: Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities;Participate in team games, developing simple tactics for attacking and defending;Perform dances using simple movement patterns.


Year 2: PE & Games Curriculum Coverage



DANCE – ANIMALS:Respond to given animal movements and instruction;Copy, learn and create a hippo dance phrase with teacher’s assistance;Make decisions and take ownership of various animal shape creations;Rehearse and refine various dance motifs;Understand dance formations;Produce various monkey style movements with partners and individually;Work collaboratively with partners;Begin to string own movements together with teacher’s assistance;Rehearse and perform new dances with limited teacher’s assistance;Identify strengths and weaknesses within the learnt dance;Perform the dance with confidence and style;Clearly dance animal movements;Link movements and understand full dance format;Explain why it is important to cool down after a performance;Understand performance, improve dance quality and perform in character;Rehearse and remember all dance sections.

INVASION GAME SKILLS 2:Catch a ball consistently after one bounce;Catch a ball consistently on the full;Track an opponent;Intercept;Run quickly and dodge to beat an opponent;Pass the ball consistently with control;Work with a partner;Keep possession of a ball;Compete against others;Understand spatial awareness in team games;Use skills in a competitive game;Understand attacking and defending.

TRI GOLF:Use an effective stance and grip to putt efficiently;Control the direction and speed of a putt;Stand in the correct position to use the iron to chip the ball towards a target area.

ATHLETICS:Show a sense of anticipation to begin work;React quickly;Jump and land safely cushioning the landing and retaining balance;Co-ordinate a run with a jump;Throw for accuracy;Run within a lane and dip to finish;Transfer a relay baton during a race;Jump with control and good timing; Time your take off to clear an obstacle;Throw in a variety of ways;Throw for distance.

NET & WALL GAME SKILLS 2:Send and receive a ball with some degree of accuracy;Strike and volley a ball with some degree of accuracy;Keep a rally going against a wall using a racket with yourself and a partner;Develop a good grip, stance and control using the ball for short tennis;Send and receive a ball over a net;Send and receive a ball over a net using forehand and backhand.


Year 2: PE & Games Curriculum Coverage



KS1 contentPupils should be taught to: Performing Composing (incl notation) Appraising

• Use their voices expressively and creatively by singing songs and speaking chants and rhymes

• Play tuned and untuned instruments musically • Listen with concentration and understanding to a range

of high-quality live and recorded music • Experiment with, create, select and combine sounds

using the inter-related dimensions of music.

• Do they sing and follow the melody (tune)?

• Do they sing accurately at a given pitch?

• Can they perform simple patterns and accompaniments keeping a steady pulse?

• Can they perform with others?• Can they play simple rhythmic

patterns on an instrument?• Can they sing/clap a pulse

increasing or decreasing in tempo?

• Can they order sounds to create a beginning, middle and end?

• Can they create music in response to (different starting points)?

• Can they choose sounds which create an effect?

• Can they use symbols to represent sounds?

• Can they make connections between notations and musical sounds?

• Can they improve their own work?• Can they listen out for particular

things when listening to music?


• Can they sing/play rhythmic patterns in contrasting tempo; keeping to the pulse?

• Can they use simple structures in a piece of music?

• Do they know that phrases are where we breathe in a song?

• Do they recognise sounds that move by steps and by leaps?

The national curriculum for music aims to ensure that all pupils: • perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians • learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and

have the opportunity to progress to the next level of musical excellence • understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure

and appropriate musical notations.

Ball Green Primary SchoolYear 2: Music Curriculum Coverage



Documents

Ball Green Primary School · The Grinch Birches Valley Sewing and weaving to be available outside. Information texts – Yayoi Kusama Instructions –How to make a bauble Patterned